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	Comments on: Important Ratio #2	</title>
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	<description>less helpful</description>
	<lastBuildDate>Fri, 24 Aug 2012 18:33:42 +0000</lastBuildDate>
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		<title>
		By: Dear Self &#124; anchorsandechoes		</title>
		<link>/2007/important-ratio-2/#comment-496021</link>

		<dc:creator><![CDATA[Dear Self &#124; anchorsandechoes]]></dc:creator>
		<pubDate>Fri, 24 Aug 2012 18:33:42 +0000</pubDate>
		<guid isPermaLink="false">/?p=53#comment-496021</guid>

					<description><![CDATA[[...] Â You can find more about the disruptive student satisfaction ratio on Dan Meyer&#8217;s blog. Share this:TwitterFacebookLike this:LikeBe the first to like this.   This entry was posted in [...]]]></description>
			<content:encoded><![CDATA[<p>[&#8230;] Â You can find more about the disruptive student satisfaction ratio on Dan Meyer&#8217;s blog. Share this:TwitterFacebookLike this:LikeBe the first to like this.   This entry was posted in [&#8230;]</p>
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		<title>
		By: New Kids on the Block &#171; My Teaching Journey		</title>
		<link>/2007/important-ratio-2/#comment-418633</link>

		<dc:creator><![CDATA[New Kids on the Block &#171; My Teaching Journey]]></dc:creator>
		<pubDate>Tue, 17 Apr 2012 01:30:44 +0000</pubDate>
		<guid isPermaLink="false">/?p=53#comment-418633</guid>

					<description><![CDATA[[...] Dan Meyer&#8217;s idea that teaching is made up ofÂ slices,Â Important Ratio #1, and Important Ratio #2 [...]]]></description>
			<content:encoded><![CDATA[<p>[&#8230;] Dan Meyer&#8217;s idea that teaching is made up ofÂ slices,Â Important Ratio #1, and Important Ratio #2 [&#8230;]</p>
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		<title>
		By: dy/dan &#187; Blog Archive &#187; How I Work: The Hardware Package		</title>
		<link>/2007/important-ratio-2/#comment-198397</link>

		<dc:creator><![CDATA[dy/dan &#187; Blog Archive &#187; How I Work: The Hardware Package]]></dc:creator>
		<pubDate>Tue, 23 Dec 2008 19:25:48 +0000</pubDate>
		<guid isPermaLink="false">/?p=53#comment-198397</guid>

					<description><![CDATA[[...] the greatest innovations in my practice. Aside: we find here one of the most obvious exceptions to Important Ratio #2. If a student decided to smash the projector lens &#8212; not a strenuous feat &#8212; I might [...]]]></description>
			<content:encoded><![CDATA[<p>[&#8230;] the greatest innovations in my practice. Aside: we find here one of the most obvious exceptions to Important Ratio #2. If a student decided to smash the projector lens &#8212; not a strenuous feat &#8212; I might [&#8230;]</p>
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		<title>
		By: dan		</title>
		<link>/2007/important-ratio-2/#comment-145</link>

		<dc:creator><![CDATA[dan]]></dc:creator>
		<pubDate>Mon, 22 Jan 2007 08:49:02 +0000</pubDate>
		<guid isPermaLink="false">/?p=53#comment-145</guid>

					<description><![CDATA[All HTML, all the time.

Good link.  Yeah, that&#039;s a whole lot of parameters you point out.  And can we both recognize, perhaps, teacher to teacher (?), the pointlessness of trying to parameterize that function?

That many variables, it really comes down to experience.  Kind of like with the exact angle of the steering wheel in a wind storm on slick, porous asphalt, in a car with a 2 degree misalignment bearing left, at a certain point of complication, all you need is a lot of experience to get it right.  That&#039;s exciting to me about this job.]]></description>
			<content:encoded><![CDATA[<p>All HTML, all the time.</p>
<p>Good link.  Yeah, that&#8217;s a whole lot of parameters you point out.  And can we both recognize, perhaps, teacher to teacher (?), the pointlessness of trying to parameterize that function?</p>
<p>That many variables, it really comes down to experience.  Kind of like with the exact angle of the steering wheel in a wind storm on slick, porous asphalt, in a car with a 2 degree misalignment bearing left, at a certain point of complication, all you need is a lot of experience to get it right.  That&#8217;s exciting to me about this job.</p>
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		<title>
		By: Rich		</title>
		<link>/2007/important-ratio-2/#comment-140</link>

		<dc:creator><![CDATA[Rich]]></dc:creator>
		<pubDate>Sun, 21 Jan 2007 19:53:39 +0000</pubDate>
		<guid isPermaLink="false">/?p=53#comment-140</guid>

					<description><![CDATA[I realize this is a (slightly) old posting of yours, but I came across another &quot;Important Ratio&quot; that I thought you&#039;d appreciate.  Go to Dave Marain&#039;s blog (&lt;a href=&quot;http://mathnotations.blogspot.com/2007/01/another-definitive-report-proving-that.html&quot; rel=&quot;nofollow&quot;&gt;
http://mathnotations.blogspot.com/2007/01/another-definitive-report-proving-that.html&lt;/a&gt; and scan down to the 4th or 5th paragraph -- the one that starts with &quot;Any teacher of middle school....&quot; -- he has a nice corollary to your ratios. However, parameterizing his ratio would take a little bit more work (5 variables?).

Rich

p.s.  I hope your blog accepts HTML in comments, or this one is going to be slightly ugly... sorry if it is!]]></description>
			<content:encoded><![CDATA[<p>I realize this is a (slightly) old posting of yours, but I came across another &#8220;Important Ratio&#8221; that I thought you&#8217;d appreciate.  Go to Dave Marain&#8217;s blog (<a href="http://mathnotations.blogspot.com/2007/01/another-definitive-report-proving-that.html" rel="nofollow"><br />
</a><a href="http://mathnotations.blogspot.com/2007/01/another-definitive-report-proving-that.html" rel="nofollow ugc">http://mathnotations.blogspot.com/2007/01/another-definitive-report-proving-that.html</a> and scan down to the 4th or 5th paragraph &#8212; the one that starts with &#8220;Any teacher of middle school&#8230;.&#8221; &#8212; he has a nice corollary to your ratios. However, parameterizing his ratio would take a little bit more work (5 variables?).</p>
<p>Rich</p>
<p>p.s.  I hope your blog accepts HTML in comments, or this one is going to be slightly ugly&#8230; sorry if it is!</p>
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		<title>
		By: dan		</title>
		<link>/2007/important-ratio-2/#comment-37</link>

		<dc:creator><![CDATA[dan]]></dc:creator>
		<pubDate>Sat, 06 Jan 2007 17:45:32 +0000</pubDate>
		<guid isPermaLink="false">/?p=53#comment-37</guid>

					<description><![CDATA[Seriously.  In my summers I&#039;ve held down some office-type jobs and just find that culture so much easier to navigate.  Once you&#039;ve learned to get along with a classroom of 14-year-olds (or whatever age) petty inter-office squabbles just lose their edge.

Steve: I use Equation Editor which I&#039;m 99% comes pre-installed on OS X.  There&#039;s also &lt;a href=&quot;http://www.apple.com/downloads/macosx/math_science/latexit.html&quot; rel=&quot;nofollow&quot;&gt;LaTeXiT&lt;/a&gt; for the Mac.  For PC&#039;s you&#039;re going to want to track down &quot;Microsoft Equation&quot; on your system.  I think you get to it through Word and the &quot;Insert&quot; menu.  Maybe.]]></description>
			<content:encoded><![CDATA[<p>Seriously.  In my summers I&#8217;ve held down some office-type jobs and just find that culture so much easier to navigate.  Once you&#8217;ve learned to get along with a classroom of 14-year-olds (or whatever age) petty inter-office squabbles just lose their edge.</p>
<p>Steve: I use Equation Editor which I&#8217;m 99% comes pre-installed on OS X.  There&#8217;s also <a href="http://www.apple.com/downloads/macosx/math_science/latexit.html" rel="nofollow">LaTeXiT</a> for the Mac.  For PC&#8217;s you&#8217;re going to want to track down &#8220;Microsoft Equation&#8221; on your system.  I think you get to it through Word and the &#8220;Insert&#8221; menu.  Maybe.</p>
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		<title>
		By: Doug Belshaw		</title>
		<link>/2007/important-ratio-2/#comment-36</link>

		<dc:creator><![CDATA[Doug Belshaw]]></dc:creator>
		<pubDate>Sat, 06 Jan 2007 15:56:18 +0000</pubDate>
		<guid isPermaLink="false">/?p=53#comment-36</guid>

					<description><![CDATA[Great post. Sums up exactly how I feel. To be honest I look forward to the banter sometimes! You&#039;re completely correct about teaching having the power to make you a calmer person. It&#039;s all to do with practice, I suppose: we as teachers have many more &#039;little incidents&#039; to deal with than office workers... ;-)]]></description>
			<content:encoded><![CDATA[<p>Great post. Sums up exactly how I feel. To be honest I look forward to the banter sometimes! You&#8217;re completely correct about teaching having the power to make you a calmer person. It&#8217;s all to do with practice, I suppose: we as teachers have many more &#8216;little incidents&#8217; to deal with than office workers&#8230; ;-)</p>
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		<title>
		By: steve ladan		</title>
		<link>/2007/important-ratio-2/#comment-35</link>

		<dc:creator><![CDATA[steve ladan]]></dc:creator>
		<pubDate>Sat, 06 Jan 2007 11:02:42 +0000</pubDate>
		<guid isPermaLink="false">/?p=53#comment-35</guid>

					<description><![CDATA[Goojob Dan!

Reminds me of exactly what my 6th grade teacher used to not do. You&#039;d probably be aghast at the drama that went on in our classroom.

I do hope all our teachers would be as composed and controlled as you work to be. :D

PS. I&#039;m jealous of your formula images. What program do you use to make them?]]></description>
			<content:encoded><![CDATA[<p>Goojob Dan!</p>
<p>Reminds me of exactly what my 6th grade teacher used to not do. You&#8217;d probably be aghast at the drama that went on in our classroom.</p>
<p>I do hope all our teachers would be as composed and controlled as you work to be. :D</p>
<p>PS. I&#8217;m jealous of your formula images. What program do you use to make them?</p>
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